UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Devin C. Boilard Lesson: #4 Facet: Empathy Grade Level: 9-Diploma Numbers of Days: Three Days Topic: SOCIETAL SHIFTS OF THE FRENCH REVOLUTION
PART I:
Objectives Students will understand that the French Revolution was backed by societal and cultural shifts. Students will be able to imagine the change in living conditions that resulted from the French Revolution. Students will use the knowledge gained to have a better understanding of the evolution of human thought and theory and how they produce tangible changes in our lives. Students will know: First Estate, Second Estate, Third Estate, Sans-culottes, and Jean-Paul Marat.
Product: Gmail
Maine Learning Results (MLR) Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800" Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: A,B,C,D
Rationale: Scholars will be able to navigate the swift social reforms from the core of the cause, allowing them to easily relate these reforms to their overall effect.
Assessments Formative (Assessment for Learning): Section I – checking for understanding during instruction Scholars will participate in an Every Pupil Response activity. Each student will have two cards (labeled 1&2), the class as a whole will be asked a question with the choice of 2 options (questions, answers and correlating numbers will be expressed on board via projector). Each scholar will have 5 seconds to respond; the blank side of a card can be shown to express confusion or lack of knowledge in regards to the question.
Section II – timely feedback for products (self, peer, teacher) Gmail: Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the letters and write additional comments; scholars will receive this feedback in a reply email, from their letter, within 1 day.
Summative (Assessment of Learning): E-mail: Scholars will anonymously assume the role of a specific French citizen living during the French Revolution and exchange 6 letters total between themselves and a peer. Scholars will submit their choice of a historical figure to play; once they receive teacher approval they will create a Gmail account for their figure. Scholars will then enter a class Google Doc; posing as their figure they will, as a class, select partners. Scholars will have one week to exchange 6 letters total as a pair. Identities will be reveled at the conclusion of the assignment.
Integration Technology: Technology will be integrated through the use of Email, scholars will be able to create a scenario in which they assume the role of a specific French citizen and participate in a letter exchange without the disadvantages that come with the use of the postal service. Scholars will use Inspiration software to compare and contrast the advantages and disadvantages of each social class within France before/during/after the French Revolution.
Content Areas:
English: Scholars will be required to use creative writing skills as well as showcase a sufficient knowledge of grammar and punctuation.
Art:Scholars will be expected to produce work that is done creatively and attracts viewers in. All scholars will have to showcase their artistic ability to exceed expectations.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Scholars will use Inspiration software to establish a graphic/text-based outline of the social structures that existed before/during/after the French Revolution; this will be paired with a Prezi presentation that will supply the information that should be recorded. Scholars will save and print both the outline and accompanying documents. In the form of backup or to hinder particular scholars from the distraction of the Internet a Venn diagram graphic organizer will be supplied. During a Think-Pair-Share activity scholars will first self-reflect on what the class lines are before/during/after the revolution and then pair up with a partner to discuss and formulate a final answer.
Section II – Groups and Roles for Product For the hook students will be given a graphic card upon entering the classroom; equally divided, images will be of either a crown, cross, or hands. Each table with be setup around the theme of a particular estate and contain the designated matching graphic at the center. For the summative assessment scholars will select their own pairs, it will be up to solely the class to figure out how to manage this, the discussion will take place on a Google Doc. Scholars work will be assessed individually for this assignment. For the Think-Pair-Share activity scholars will line up in alphabetical order by middle name, the line will then “fold” in half, pairing the first scholar in line with the last, etc. For the artwork re-creation activity scholars will self select their group, roles will be: photographer/set director/stylist/lead actor/creative director. Product will be evaluated as a collaborative piece.
Differentiated Instruction Verbal:Scholars will assume the role of a French citizen who lived during the French Revolution (scholar choice) and correspond with another student in the class via Email, 6 letters total should be exchanged between the pair. Logic:Scholars will use Inspiration software to compare and contrast the advantages and disadvantages of each social class within France before/during/after the French Revolution. Visual:Scholars will recreate a significant painting from the French Revolution using photography and props. Kinesthetic:Scholars will spend the last day of the lesson acting as the figure they took on in the letter exchange. Intrapersonal:Scholars will participate in an Every Pupil Response activity, each student will have two cards (labeled 1&2), the class as a whole will be asked a question with the choice of 2 options (questions, answers, and correlating numbers will be expressed on board via projector) and have 5 seconds to respond, the blank side of a card can be shown to express confusion or lack of knowledge in regards to the question. Interpersonal: During a Think-Pair-Share activity students will first self-reflect on the social structure surrounding the French Revolution and how it compares to present day and then pair up with a partner to discuss and formulate a final answer.
Modifications/Accommodations From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Scholars that have occurred an absence will have the opportunity to reference the class Wiki to gain knowledge of what was gone over and discussed in class. Scholars will have the opportunity to participate in the pair selection and letter exchange on Google Doc. from remote access. Additional online resources will be listed to allow students to self explore the topics.
Extensions Type II technology: Technology will be integrated through the use of Email, scholars will be able to create a scenario in which they assume the role of a specific French citizen and participate in a letter exchange without the disadvantages that come with the use of the postal service. Students will use Inspiration software to compare and contrast the advantages and disadvantages of each social class within France before/during/after the French Revolution.
Gifted Students: Gifted students will have the opportunity to challenge themselves through their selection of which historical figure they play.
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda Day One:
Hook: The Three Estates – 5mins – Remain for whole of class.
Prezi: The Social Structures of the French Revolution/Inspiration/Venn diagram. - 50mins
Think-Pair-Share: “How was society similar and how was it different to present day?” - 25mins
Top Secret Mission: Read - Letter Exchange: Project Mission Assignment/Submit figure choice via Email. Due: Next Class (1day).
Day Two:
Gmail: Scholars will establish a Gmail account for their figure; enter Google Doc. when finished. - 15mins
Google Doc: Pair selection. Copy and paste directions once all students have entered document. “You as a class must select your pairs. Type a finalized list of the pairs at the top of this Google Doc. THERE MUST BE NO TALKING - all students who speak will have a partner selected at random.”- 30mins.
Photography: Art Re-creation - Scholars will configure into self chosen groups and recreate a significant painting from the French Revolution using photography and props. Roles: photographer/set director/stylist/lead actor/creative director. - 35mins
Top Secret Mission: Letter Exchange (Ongoing). Photograph Reflection: “What key elements were important to recapture and why?” Due: Next Class (1day).
Day Three: (Last Day)
Revelation: Class plays 10 questions to guess each peers figure. - 35
Audio Recording: Partners select one letter exchange to record. - 15mins
Letter Presentations: Audio Presented. - 30mins
Top Secret Mission: Letter Exchange: Write one last letter, reflect on the process and thank your partner. Due: Next Class (3days).
Classroom Arrangement: The desks will be arranged in a large U shape.
Students will understand that the French Revolution was backed by societal and cultural shifts. Students will use the knowledge gained to have a better understanding of the evolution of human thought and theory and how they produce tangible changes in our lives. Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. As a hook scholars will be given a graphic card upon entering the classroom; equally divided, images will be of either a crown, cross, or hands. Each table with be setup around the theme of a particular estate and contain the designated matching graphic at the center: 1st-sit at desks with water in Solo cups, whole loaf of bread, and nuts/2nd-sit at table with table cloth, glasses filled with juice, cheese, orange slices, and animal crackers/3rd-sit on floor with Dixie cups, a water pitcher, and half a loaf of stale bread. Where, Why, What, Hook, Tailor: Verbal, Visual, Kinesthetic, Interpersonal.
Students will know: First Estate, Second Estate, Third Estate, Sans-culottes, and Jean-Paul Marat. Scholars will use Inspiration software to establish a graphic/text-based outline of the social structures that existed before/during/after the French Revolution; this will be paired with a Prezi presentation that will supply the information that should be recorded. During a Think-Pair-Share activity scholars will first self-reflect on what the class lines are before/during/after the revolution and then pair up with a partner to discuss and formulate a final answer.Scholars will participate in an Every Pupil Response activity. Each student will have two cards (labeled 1&2), the class as a whole will be asked a question with the choice of 2 options (questions, answers, and correlating numbers will be expressed on board via projector). Each scholar will have 5 seconds to respond; the blank side of a card can be shown to express confusion or lack of knowledge in regards to the question. Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the letters and write additional comments; scholars will receive this feedback in a reply email, from their letter, within 2 days. Equip, Explore, Rethink, Tailors: Visual, Logical, Verbal, Intrapersonal, Interpersonal, Kinesthetic.
Scholars will be able to navigate the swift social reforms from the core of the cause allowing them to easily relate these reforms to their overall effect. Scholars will be able to imagine the change in living conditions that resulted from the French Revolution. For the hook students will be given a graphic card upon entering the classroom, equally divided, images will be of either a crown, cross, or hands. Each table with be setup around the theme of a particular estate and contain the designated matching graphic at the center. For the summative assessment scholars will select their own pairs, it will be up to solely the class to figure out how to manage this, the discussion will take place on a Google Doc. Scholars work will be assessed individually for this assignment. For the Think-Pair-Share activity scholars will line up in alphabetical order by middle name, the line will then “fold” in half, pairing the first scholar in line with the last, etc. For the artwork recreation activity students will self select their group, roles will be: photographer/set director/stylist/lead actor/creative director. Product will be evaluated as a collaborative piece. Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Logical, Visual.
Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the letters and write additional comments; scholars will receive this feedback in a reply email, from their letter, within 1 day. Evaluate, Tailors: Interpersonal, Intrapersonal, Logical, Visual.
Content Notes
First Estate: The First Estate comprised the entire clergy, traditionally divided into "higher" and "lower" clergy. Although there was no formal demarcation between the two categories, the upper clergy were, effectively, clerical nobility, from the families of the Second Estate. In the time of Louis XVI, every bishop in France was a nobleman, a situation that had not existed before the 18th century. At the other extreme, the "lower clergy" about equally divided between parish priests and monks and nuns, constituted about 90 percent of the First Estate.
Second Estate: The Second Estate was the French nobility, other than the monarch himself, who stood outside of the system of estates. The Second Estate is traditionally divided in to "nobility of the robe" and the magisterial class that administered royal justice and civil government, "nobility of the sword." They constituted approximately 2% of France's population and were exempt from the corvée royale (forced labor on the roads) and from most other forms of taxation such as the gabelle (salt tax) and most important, the taille (the oldest form of direct taxation). This exemption from paying taxes led to their reluctance to reform.
Third Estate: The Third Estate comprised all of those who were not members of the above and can be divided into two groups, urban and rural, together making up 97% of France's population. The urban included the bourgeoisie, as well as wage-laborers. The rural included free peasants (who owned their own land) and serfs (peasants working on a noble's land). The free peasants paid disproportionately high taxes compared to the other Estates and were sometimes unhappy because they wanted more rights. In addition, the First and Second Estates relied on the labor of the Third, which made the latter's unequal status all the more glaring. There was an estimate of 27 million people in the Third Estate when the French Revolution started. Men and women shared the hard life of physical labor and food shortage. Most were born within this group, and died being part of it, too. It was extremely rare for people in this ascribed status to make it out into another estate. Those who did were either recognized for their extraordinary bravery in a battle or for being "called" into religious life. A few commoners were able to catch the eye of the second estate, marry, and join them, although this was quite rare.
Sans-culottes: In the French Revolution, the sans-culottes were the radical left-wing partisans of the lower classes; typically urban laborers, which dominated France. Though ill-equipped, they made up the bulk of the Revolutionary army during the early years of the French Revolutionary Wars. Among the political ideals held by the sans-culottes were popular democracy, social and economic equality, affordable food, and rejection of the free-market economy. The peak of their influence was roughly from 1792 to 1795.
Jean-Paul Marat: Jean-Paul Marat was a physician, political theorist and scientist best known for his career in France as a radical journalist and politician during the French Revolution. His journalism became renowned for its fierce tone, uncompromising stance toward the new leaders and institutions of the revolution, and advocacy of basic human rights for the poorest members of society.
Handouts
Venn diagram graphic organizer - 25 copies
Graphic cards: 7 - Crown/Cross/Hands
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles Clipboard: Clipboards will find comfort in the Class Wiki which outlines activities and mission specifics for the enter unit. Additionally each project mission, though open ended with its topic, will be introduced with clarity and detail.
Microscope: The summative assessment for this lesson plan will allow scholars to explore topics to whatever breadth or depth they please.
Puppy: I have asked that all scholars communicate with me personally to submit their choice of historical figure to play. This will allow me an opportunity to touch base with each scholar and get a better understanding of where they stand both academically and personally.
Beach Ball: The project mission assigned for this lesson plan has an open-ended topic and allows scholars to choice who within the history of the French Revolution they will represent. When it comes to the specific topic of a project mission I value a scholars personal interest, I want them to enjoy themselves when dealing with all matters of school.Beach Balls will love the numerous possibilities it allows them.
Rationale: The overall atmosphere of the class, encouraged through one on one discussions as well as group work, creates an environment where exploration and creativity can take place. The structure of time and strong modes of communication will supply the foundation for learning.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Scholars will participate in an Every Pupil Response activity. Each student will have two cards (labeled 1&2), the class as a whole will be asked a question with the choice of 2 options (answers and correlating numbers will be expressed on board via projector). Each scholar will have 5 seconds to respond; the blank side of a card can be shown to express confusion or lack of knowledge in regards to the question.
Summative: E-mail: Scholars will anonymously assume the role of a specific French citizen living during the French Revolution and exchange 6 letters total between themselves and a peer. Scholars will submit their choice of a historical figure to play; once they receive teacher approval they will create a Gmail account for their figure. Scholars will then enter a class Google Doc; posing as their figure they will as a class select partners. Scholars will have one week to exchange 6 letters total as a pair. Identities will be reveled at the conclusion of the assignment.
Rationale: The assessments in this lesson allows for expression of knowledge through a range of formats, effectively showing differentiation. The rubric used during the letter exchange will supply a base for subject grading and give proper guidelines to scholars as to what is expected of them.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: (See Content Notes)
Maine Learning Results: Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800" Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: A,B,C,D
Facet: Empathy
Rationale: Scholars will be place themselves in the shoes of those who experienced the revolution and analyze the facts from their perspective.
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal:Scholars will assume the role of a French citizen who lived during the French Revolution (scholar choice) and correspond with another student in the class via Email, 6 letters total should be exchanged between the pair. Logic:Scholars will use Inspiration software to compare and contrast the advantages and disadvantages of each social class within France before/during/after the French Revolution. Visual:Scholars will recreate a significant painting from the French Revolution using photography and props. Kinesthetic:Scholars will spend the last day of the lesson acting as the figure they took on in the letter exchange. Intrapersonal:Scholars will participate in an Every Pupil Response activity, each student will have two cards (labeled 1&2), the class as a whole will be asked a question with the choice of 2 options (questions, answers, and correlating numbers will be expressed on board via projector) and have 5 seconds to respond, the blank side of a card can be shown to express confusion or lack of knowledge in regards to the question. Interpersonal: During a Think-Pair-Share activity students will first self-reflect on the social structure surrounding the French Revolution and how it compares to present day and then pair up with a partner to discuss and formulate a final answer.
Type II Technology: Technology will be integrated through the use of Email, scholars will be able to create a scenario in which they assume the role of a specific French citizen and participate in a letter exchange without the disadvantages that come with the use of the postal service. Students will use Inspiration software to compare and contrast the advantages and disadvantages of each social class within France before/during/after the French Revolution.
Rationale: Gmail will allow scholars the opportunity to express themselves through written word but do without the disadvantages that come with the use of the postal service.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Scholars will show creativity in the choices they make during the writing of their letters and in the image they produce as a recreation of significant artwork. Scholars exhibit their ability to collaborate with their peers to produce a reflective piece of work. This classroom is home to all types of learners; this is expressed through the incorporation of a range of mediums to communicate class information.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: This lesson plan is rich in differentiation in both how students are assessed and asked to learn, allowing for equal opportunity of expression for all learners. Rich learning environments are created and supported thanks to the integration of technology
UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Devin C. Boilard Lesson: #4 Facet: Empathy
Grade Level: 9-Diploma Numbers of Days: Three Days
Topic: SOCIETAL SHIFTS OF THE FRENCH REVOLUTION
PART I:
Objectives
Students will understand that the French Revolution was backed by societal and cultural shifts. Students will be able to imagine the change in living conditions that resulted from the French Revolution. Students will use the knowledge gained to have a better understanding of the evolution of human thought and theory and how they produce tangible changes in our lives. Students will know: First Estate, Second Estate, Third Estate, Sans-culottes, and Jean-Paul Marat.
Product: Gmail
Maine Learning Results (MLR)
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800"
Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: A,B,C,D
Rationale: Scholars will be able to navigate the swift social reforms from the core of the cause, allowing them to easily relate these reforms to their overall effect.
Assessments
Formative (Assessment for Learning):
Section I – checking for understanding during instruction
Scholars will participate in an Every Pupil Response activity. Each student will have two cards (labeled 1&2), the class as a whole will be asked a question with the choice of 2 options (questions, answers and correlating numbers will be expressed on board via projector). Each scholar will have 5 seconds to respond; the blank side of a card can be shown to express confusion or lack of knowledge in regards to the question.
Section II – timely feedback for products (self, peer, teacher)
Gmail: Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the letters and write additional comments; scholars will receive this feedback in a reply email, from their letter, within 1 day.
Summative (Assessment of Learning):
E-mail: Scholars will anonymously assume the role of a specific French citizen living during the French Revolution and exchange 6 letters total between themselves and a peer. Scholars will submit their choice of a historical figure to play; once they receive teacher approval they will create a Gmail account for their figure. Scholars will then enter a class Google Doc; posing as their figure they will, as a class, select partners. Scholars will have one week to exchange 6 letters total as a pair. Identities will be reveled at the conclusion of the assignment.
Integration
Technology:
Technology will be integrated through the use of Email, scholars will be able to create a scenario in which they assume the role of a specific French citizen and participate in a letter exchange without the disadvantages that come with the use of the postal service. Scholars will use Inspiration software to compare and contrast the advantages and disadvantages of each social class within France before/during/after the French Revolution.
Content Areas:
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Scholars will use Inspiration software to establish a graphic/text-based outline of the social structures that existed before/during/after the French Revolution; this will be paired with a Prezi presentation that will supply the information that should be recorded. Scholars will save and print both the outline and accompanying documents. In the form of backup or to hinder particular scholars from the distraction of the Internet a Venn diagram graphic organizer will be supplied. During a Think-Pair-Share activity scholars will first self-reflect on what the class lines are before/during/after the revolution and then pair up with a partner to discuss and formulate a final answer.
Section II – Groups and Roles for Product
For the hook students will be given a graphic card upon entering the classroom; equally divided, images will be of either a crown, cross, or hands. Each table with be setup around the theme of a particular estate and contain the designated matching graphic at the center. For the summative assessment scholars will select their own pairs, it will be up to solely the class to figure out how to manage this, the discussion will take place on a Google Doc. Scholars work will be assessed individually for this assignment. For the Think-Pair-Share activity scholars will line up in alphabetical order by middle name, the line will then “fold” in half, pairing the first scholar in line with the last, etc. For the artwork re-creation activity scholars will self select their group, roles will be: photographer/set director/stylist/lead actor/creative director. Product will be evaluated as a collaborative piece.
Differentiated Instruction
Verbal:Scholars will assume the role of a French citizen who lived during the French Revolution (scholar choice) and correspond with another student in the class via Email, 6 letters total should be exchanged between the pair.
Logic:Scholars will use Inspiration software to compare and contrast the advantages and disadvantages of each social class within France before/during/after the French Revolution.
Visual:Scholars will recreate a significant painting from the French Revolution using photography and props.
Kinesthetic:Scholars will spend the last day of the lesson acting as the figure they took on in the letter exchange.
Intrapersonal:Scholars will participate in an Every Pupil Response activity, each student will have two cards (labeled 1&2), the class as a whole will be asked a question with the choice of 2 options (questions, answers, and correlating numbers will be expressed on board via projector) and have 5 seconds to respond, the blank side of a card can be shown to express confusion or lack of knowledge in regards to the question.
Interpersonal: During a Think-Pair-Share activity students will first self-reflect on the social structure surrounding the French Revolution and how it compares to present day and then pair up with a partner to discuss and formulate a final answer.
Modifications/Accommodations
From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Scholars that have occurred an absence will have the opportunity to reference the class Wiki to gain knowledge of what was gone over and discussed in class. Scholars will have the opportunity to participate in the pair selection and letter exchange on Google Doc. from remote access. Additional online resources will be listed to allow students to self explore the topics.
Extensions
Type II technology:
Technology will be integrated through the use of Email, scholars will be able to create a scenario in which they assume the role of a specific French citizen and participate in a letter exchange without the disadvantages that come with the use of the postal service. Students will use Inspiration software to compare and contrast the advantages and disadvantages of each social class within France before/during/after the French Revolution.
Gifted Students:
Gifted students will have the opportunity to challenge themselves through their selection of which historical figure they play.
Materials, Resources and Technology
Source for Lesson Plan and Research
- General
Class Wiki: http://www.wikispaces.com- Graphic Organizer
Venn diagram: http://www.studenthandouts.com/1batch/graphic-organizers/venn-diagram-three-concepts.pdf- CooperativeLearning:
Think-Pair-Share: http://serc.carleton.edu/introgeo/interactive/tpshare.html- Images
Crown: http://upload.wikimedia.org/wikipedia/commons/9/9e/Christian_v_crown.jpgCross: http://s3.freefoto.com/images/908/20/908_20_123_web.jpg
Hands: http://farm4.staticflickr.com/3105/2385023725_5011caf1cb_z.jpg?zz=1
- Resources for Absent Scholars:
Class Wiki: http://www.wikispaces.comGmail: [[google.com:mail|google.com/mail]]
The Three Estates: http://cla.calpoly.edu/~dschwart/engl430/estates.html
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda
Day One:
- Hook: The Three Estates – 5mins – Remain for whole of class.
- Prezi: The Social Structures of the French Revolution/Inspiration/Venn diagram. - 50mins
- Think-Pair-Share: “How was society similar and how was it different to present day?” - 25mins
Top Secret Mission: Read - Letter Exchange: Project Mission Assignment/Submit figure choice via Email. Due: Next Class (1day).Day Two:
- Gmail: Scholars will establish a Gmail account for their figure; enter Google Doc. when finished. - 15mins
- Google Doc: Pair selection. Copy and paste directions once all students have entered document. “You as a class must select your pairs. Type a finalized list of the pairs at the top of this Google Doc. THERE MUST BE NO TALKING - all students who speak will have a partner selected at random.”- 30mins.
- Photography: Art Re-creation - Scholars will configure into self chosen groups and recreate a significant painting from the French Revolution using photography and props. Roles: photographer/set director/stylist/lead actor/creative director. - 35mins
Top Secret Mission: Letter Exchange (Ongoing). Photograph Reflection: “What key elements were important to recapture and why?” Due: Next Class (1day).Day Three: (Last Day)
- Revelation: Class plays 10 questions to guess each peers figure. - 35
- Audio Recording: Partners select one letter exchange to record. - 15mins
- Letter Presentations: Audio Presented. - 30mins
Top Secret Mission: Letter Exchange: Write one last letter, reflect on the process and thank your partner. Due: Next Class (3days).Classroom Arrangement: The desks will be arranged in a large U shape.
Students will understand that the French Revolution was backed by societal and cultural shifts. Students will use the knowledge gained to have a better understanding of the evolution of human thought and theory and how they produce tangible changes in our lives. Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. As a hook scholars will be given a graphic card upon entering the classroom; equally divided, images will be of either a crown, cross, or hands. Each table with be setup around the theme of a particular estate and contain the designated matching graphic at the center: 1st-sit at desks with water in Solo cups, whole loaf of bread, and nuts/2nd-sit at table with table cloth, glasses filled with juice, cheese, orange slices, and animal crackers/3rd-sit on floor with Dixie cups, a water pitcher, and half a loaf of stale bread.
Where, Why, What, Hook, Tailor: Verbal, Visual, Kinesthetic, Interpersonal.
Students will know: First Estate, Second Estate, Third Estate, Sans-culottes, and Jean-Paul Marat. Scholars will use Inspiration software to establish a graphic/text-based outline of the social structures that existed before/during/after the French Revolution; this will be paired with a Prezi presentation that will supply the information that should be recorded. During a Think-Pair-Share activity scholars will first self-reflect on what the class lines are before/during/after the revolution and then pair up with a partner to discuss and formulate a final answer.Scholars will participate in an Every Pupil Response activity. Each student will have two cards (labeled 1&2), the class as a whole will be asked a question with the choice of 2 options (questions, answers, and correlating numbers will be expressed on board via projector). Each scholar will have 5 seconds to respond; the blank side of a card can be shown to express confusion or lack of knowledge in regards to the question. Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the letters and write additional comments; scholars will receive this feedback in a reply email, from their letter, within 2 days.
Equip, Explore, Rethink, Tailors: Visual, Logical, Verbal, Intrapersonal, Interpersonal, Kinesthetic.
Scholars will be able to navigate the swift social reforms from the core of the cause allowing them to easily relate these reforms to their overall effect. Scholars will be able to imagine the change in living conditions that resulted from the French Revolution. For the hook students will be given a graphic card upon entering the classroom, equally divided, images will be of either a crown, cross, or hands. Each table with be setup around the theme of a particular estate and contain the designated matching graphic at the center. For the summative assessment scholars will select their own pairs, it will be up to solely the class to figure out how to manage this, the discussion will take place on a Google Doc. Scholars work will be assessed individually for this assignment. For the Think-Pair-Share activity scholars will line up in alphabetical order by middle name, the line will then “fold” in half, pairing the first scholar in line with the last, etc. For the artwork recreation activity students will self select their group, roles will be: photographer/set director/stylist/lead actor/creative director. Product will be evaluated as a collaborative piece.
Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Logical, Visual.
Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the letters and write additional comments; scholars will receive this feedback in a reply email, from their letter, within 1 day.
Evaluate, Tailors: Interpersonal, Intrapersonal, Logical, Visual.
Content Notes
Handouts
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Clipboards will find comfort in the Class Wiki which outlines activities and mission specifics for the enter unit. Additionally each project mission, though open ended with its topic, will be introduced with clarity and detail.
Microscope: The summative assessment for this lesson plan will allow scholars to explore topics to whatever breadth or depth they please.
Puppy: I have asked that all scholars communicate with me personally to submit their choice of historical figure to play. This will allow me an opportunity to touch base with each scholar and get a better understanding of where they stand both academically and personally.
Beach Ball: The project mission assigned for this lesson plan has an open-ended topic and allows scholars to choice who within the history of the French Revolution they will represent. When it comes to the specific topic of a project mission I value a scholars personal interest, I want them to enjoy themselves when dealing with all matters of school.Beach Balls will love the numerous possibilities it allows them.
Rationale: The overall atmosphere of the class, encouraged through one on one discussions as well as group work, creates an environment where exploration and creativity can take place. The structure of time and strong modes of communication will supply the foundation for learning.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Scholars will participate in an Every Pupil Response activity. Each student will have two cards (labeled 1&2), the class as a whole will be asked a question with the choice of 2 options (answers and correlating numbers will be expressed on board via projector). Each scholar will have 5 seconds to respond; the blank side of a card can be shown to express confusion or lack of knowledge in regards to the question.
Summative:
E-mail: Scholars will anonymously assume the role of a specific French citizen living during the French Revolution and exchange 6 letters total between themselves and a peer. Scholars will submit their choice of a historical figure to play; once they receive teacher approval they will create a Gmail account for their figure. Scholars will then enter a class Google Doc; posing as their figure they will as a class select partners. Scholars will have one week to exchange 6 letters total as a pair. Identities will be reveled at the conclusion of the assignment.
Rationale:
The assessments in this lesson allows for expression of knowledge through a range of formats, effectively showing differentiation. The rubric used during the letter exchange will supply a base for subject grading and give proper guidelines to scholars as to what is expected of them.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
(See Content Notes)
Maine Learning Results:
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800"
Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: A,B,C,D
Facet: Empathy
Rationale: Scholars will be place themselves in the shoes of those who experienced the revolution and analyze the facts from their perspective.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal:Scholars will assume the role of a French citizen who lived during the French Revolution (scholar choice) and correspond with another student in the class via Email, 6 letters total should be exchanged between the pair.
Logic:Scholars will use Inspiration software to compare and contrast the advantages and disadvantages of each social class within France before/during/after the French Revolution.
Visual:Scholars will recreate a significant painting from the French Revolution using photography and props.
Kinesthetic:Scholars will spend the last day of the lesson acting as the figure they took on in the letter exchange.
Intrapersonal:Scholars will participate in an Every Pupil Response activity, each student will have two cards (labeled 1&2), the class as a whole will be asked a question with the choice of 2 options (questions, answers, and correlating numbers will be expressed on board via projector) and have 5 seconds to respond, the blank side of a card can be shown to express confusion or lack of knowledge in regards to the question.
Interpersonal: During a Think-Pair-Share activity students will first self-reflect on the social structure surrounding the French Revolution and how it compares to present day and then pair up with a partner to discuss and formulate a final answer.
Type II Technology:
Technology will be integrated through the use of Email, scholars will be able to create a scenario in which they assume the role of a specific French citizen and participate in a letter exchange without the disadvantages that come with the use of the postal service. Students will use Inspiration software to compare and contrast the advantages and disadvantages of each social class within France before/during/after the French Revolution.
Rationale:
Gmail will allow scholars the opportunity to express themselves through written word but do without the disadvantages that come with the use of the postal service.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
Scholars will show creativity in the choices they make during the writing of their letters and in the image they produce as a recreation of significant artwork. Scholars exhibit their ability to collaborate with their peers to produce a reflective piece of work. This classroom is home to all types of learners; this is expressed through the incorporation of a range of mediums to communicate class information.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
This lesson plan is rich in differentiation in both how students are assessed and asked to learn, allowing for equal opportunity of expression for all learners. Rich learning environments are created and supported thanks to the integration of technology